LEARNING RECOVERY IN THE DISTANT LEARNING PROCESSES

WINSTON E. GAVILAGA

5emote learning is as uneasy as remote teaching. The two are predominantly facing serious struggles and challenges on how both of their ends are met. 6ignificantly, there have been varying ways on how to contain the growing demands for distant learning processes due to the call for safe and healthy learning facilitations despite of the &ovid 3andemic and in this case, the handling of both instructions and performance are relevantly taNen into a balance with which both ends are weigh in relation to sustainable teaching and productive learning. :hile such anticipatory reality where both teaching and learning are in a constant ordeal of evaluations to their effectiveness, the integrity of remote teaching approaches appeared to be under Tuestion relative to the Tuality and application of the teaching and learning processes. The bigger picture lies in the accumulation of basic Nnowledge and the propagation of practical and advance concepts of Nnowledge relevant to the global demands of modern living set up. Mores o, such is amplified further by the Tuery whether remote or distant learning processes can practically assumed the cultivation of sNills as indicative in the basic competency of the 3hilippine (ducation )rameworN. The need for sustaining the curriculum is not rested on the natural induction of the mind as well as the deduction by the hands but it is entirely dependent on the accumulation of prescribe learning competencies where productivity attributive to learning results is sought as the finality of good education. +ence, the distant learning may have at some point lost valuable competencies due to intervening issues and problems arising in the delivery of the distant learning modalities. /earning losses are to be recovered and sustained where primarily these losses are reflected on the actual assessment results of the learners. &ompetencies that have turned weaN more than what is expected in the guided learning approaches should be revisited and be placed in remedial and enrichment programs in order to assure that learning is maintained over the times. ,n this manner a recovery effort is attuned to the actual need of bridging gaps towards improving the basic learning and even teaching competencies. /earning recovery is designed to bridge gaps through remediation and enrichment processes where primarily the focal goal is to redress the learners by way of retooling the same towards recapturing the different competencies that were not satisfactorily achieved in the distant learning processes. ,n this way, the curriculum is not compromised but literally overhauled for purposes of meeting both ends of the learners and the academics. )inally, such learning recovery emanating from the actual output of the pandemic instructions remains indispensable within and across the curricular applications where learning competencies are seemingly the primary indicators of a productive learning relating the manifestation of the inclusivity and existentiality of the basic education in both the public and private educational institutions. The only reTuirement that best employ the recovery of learning is a comprehensive plan design to revisit weaN competencies and the correlation of the resolution in retooling these weaN competencies into the functional ones.

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The author is Teacher , 3ila (lementary 6chool